THE STUDY WAS DESIGNED TO DETERMINE WHETHER SCORES FROM A CLOZE TEST WOULD DIFFER SIGNIFICANTLY FROM SCORES ON SELECTED STANDARDIZED SILENT AND ORAL READING TESTS. PUPILS IN GRADES 1 THROUGH 6 IN AN ELEMENTARY SCHOOL IN THE MIDWEST (N-178) SERVED AS SUBJECTS. THE MEAN INTELLIGENCE QUOTIENT FOR THE TOTAL GROUP WAS 101.7. THE VARIABLES CONSIDERED WERE SEX, READING ACHIEVEMENT, ABILITY LEVEL, AND GRADE LEVEL. THE GATES READING TESTS, THE GILMORE ORAL READING TEST, THE GRAY ORAL READING TEST, AND A CLOZE TEST WERE ADMINISTERED DURING A 6-WEEK PERIOD. MEAN DIFFERENCES AMONG THE FOUR INSTRUMENTS WERE SIGNIFICANT FOR GRADES 1 THROUGH 4, BETWEEN SEXES, LOW ABILITY STUDENTS, AND ABLE AND LESS ABLE READERS. THERE WERE NO SIGNIFICANT DIFFERENCES AMONG THE MEAN SCORES ON THE INSTRUMENTS AT THE FIFTH- AND SIXTH-GRADE LEVELS, FOR HIGH ABILITY STUDENTS, OR FOR OUTSTANDING READERS. MEAN SCORES ON THE CLOZE TEST DID NOT DIFFER FROM THE GILMORE TEST AT ANY LEVEL OR FOR ANY SUBGROUP. MEAN SCORES ON THE CLOZE TEST DID NOT DIFFER SIGNIFICANTLY FROM THOSE ON THE GATES READING TESTS EXCEPT IN GRADES 1 AND 2. MEAN SCORES ON THE CLOZE TEST DIFFERED SIGNIFICANTLY FROM THOSE ON THE GRAY ORAL READING TEST FOR THE TOTAL SAMPLE, GRADE 1, GRADE 3, GIRLS, ABLE READERS, AND LESS ABLE READERS. INSPECTION OF RANK ORDER OF THE MEANS FOR THE TOTAL SAMPLE AND FOR ALL SUBGROUPS REVEALED A GENERALLY CONSISTENT PATTERN. CONCLUSIONS AND REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (BOSTON, APRIL 24-27, 1968). (BK)